Teaching as a Profession I (TAP I)
West Greene High School
Teaching as a Profession I
Course Syllabus
Instructor: Mrs. Stephanie Cox
Room: 112
Email: [email protected]
School Phone: 423-422-4061
Office Hours: Fall Semester 11:30-1:15 Spring Semester after 2:50 pm M-F
The Education and Training career cluster prepares learners for postsecondary credentials and careers as educators, administrators, trainers, counselors, and other related learning support services.
Teaching as a Profession is designed for students interested in becoming an educator. In this program of study, course content covers the components of instruction, teaching strategies, types of assessments, student learning, special populations, educational technology, classroom management, lesson planning, professionalism, and more. Upon completion of this program of study, students will have participated in an internship placement and built a professional portfolio in preparation for advanced training as future educators at the postsecondary level. It is important to take these courses in order.
Course Standards
Level 1: Fundamentals of Education
Level 2: Teaching as a Profession l
Level 3: Teaching as a Profession ll
Level 4: Teaching as a Profession, Practicum
Course Description
Teaching as a Profession I (TAP I) is an intermediate course for students interested in learning more about becoming a teacher, school counselor, trainer, librarian, or speech-language pathologist. This course covers the components of instruction, teaching strategies, types of assessments, student learning, special populations, and educational technology. Students will conduct observations of educators at work and create artifacts for a course portfolio, which will continue with them throughout the program of study. Upon completion of this course, proficient students will have a
fundamental understanding of instructional strategies needed for becoming an educator.
Prerequisite(s): Fundamentals of Education (C32H00)
Numeric values for letter grades A-F have changed for all grade levels.
A (90-100)
B (80-89)
C (70-79)
D (60-69)
F (0-59)
Nine Weeks Grades and Semester Grade:
Percentages used to average grades in classes without a state mandated exam:
- 40% 1st or 3rd nine weeks + 10% mid-term (9weeks) test = beginning nine weeks grade.
- 40% 2nd or 4th nine weeks + 10% final semester test = final nine weeks grade
- Beginning nine weeks grade + final nine weeks grade/2 = Final Letter Grade
Attendance
Refer to - Handbook – Students - West Greene High School
https://wghs.greenek12.org › Students › Handbook
BELL RINGERS – Will be given weekly. Bell Ringers that have not been submitted into Canvas by 3:00pm each Friday will NOT be allowed to make up. You have a week to get all bell ringers completed.
Class Cell Phone Policy
STRIKE ONE Warning – put it away
STRIKE TWO Phone is placed on the teacher’s desk until the end of class.
STRIKE THREE Teacher sends student to the principal/office.
Teaching as a Profession I Semester Syllabus
Aug/Jan: Components of Instruction
Effective Instruction: Standard 1.1
Elements of Effective Instruction: Standard 1.2
Sept/Feb: Teaching Strategies
Effective Teaching Methods: Standard 2.1
Assessments
Formative and Summative Assessments: Standard 3.1
Assessment Examples: Standard 3.2
Universal Reading Screeners: Standard 3.3
Oct/Mar: Student Learning
Learning Styles: Standard: 4.1
Learning Style Survey: Standard 4.2
Student Learning and Behaviors: Standard 4.3
Diversity: Standard 4.4
Nov/Apr: Special Populations
Disabilities: Standard 5.1
Meetings Addressing Student Needs: Standard 5.2
Effective Instruction for Students with Disabilities: Standard 5:3
Dec/May: Educational Technology
Technology in the Classroom: Standard 6.1
Internet Safety:Standard 6.2
Literacy
Academic language:Standard 7.1
Instructional Literacy Practices: Standard 7.2
Technological Tools: Standard 7.3
Final Project & Observation
Classroom Observations: Standard 8.1
The following artifacts will reside in the student’s portfolio:
• Information on Instructional Strategies
• Information on Human Development
• Teaching Strategies evidence
• Assessment examples
• Information on Learning Styles
• Summary of Learning Styles
• Recommendations for Diversity Policy
• Study of factors that Impact Classroom Performance
• Annotated visual representation of Special Populations
*This schedule may change dependent upon the needs of students and/or required time needed for quality educational experiences.
MATERIALS NEEDED FOR CLASS
Pen/Pencil
Paper
Sharpies/Coloring Pencils/Markers (Optional but will used)